Why should curriculum be based on the needs of potential employers—not the shared knowledge and paradigms of individuals and institutions?
Conceptual Pattern for Curriculum
A curriculum is an integrated set of combined, required or prescribed academic courses of study, arranged in a sequence, to be fulfilled for a particular purpose. A curriculum is a process involving a serial arrangement of sessions that results in learning. A curriculum integrates a number of classes or lectures in an academic subject or a practical skill. A curriculum follows a logical order or a recurrent pattern for applying the mind to understand a subject by reading, thought, intuition or research using the scientific method. Curriculums have a specific connection through time imparting an education to students. (Pattern Engine – Curriculum N=12 © 2014)
If curriculums are understood then the meaning of Quality will follow.
Scholar Academic Curriculum from Curriculum Theory, Conflicting Visions and Enduring Concerns by Michael Stephen Schiro, 2008.
First Principle: The purpose of a curriculum is to help children and young adults learn the accumulated knowledge of our culture and academic disciplines.
Second Principle: Scholars accomplish the extension of the discipline through the transmission of its knowledge and ways of thinking to students.
Third Principle: The curriculum must reflect the essence of the discipline.
Fourth Principle: The essence of the discipline is a defined area of study; the collection of facts, writings, and other works of scholars associated with a community of individuals who’s ultimate task is the gaining of meaning in one domain of the world of knowledge.
Fifth Principle Disciplines are viewed as hierarchical communities consisting of inquirers into new knowledge, teachers of knowledge, and learners of knowledge.
Sixth Principle: The primary characteristic of the knowledge that Scholar Academics consider to be potential curriculum content is that it is claimed by one of the academic disciplines as belonging to its domain.
Social Efficiency Curriculum from The Curriculum by John Franklin Bobbitt, 1918.
First Principle: The educational task and purpose preceding all others is the determination of a scientific technique of curriculum design.
Second Principle: Effective organization of learning experiences allows curriculum objectives to be efficiently accomplished by stimulating learning to take place efficiently, where efficient is defined in terms of expenditure of time, money, and human resources.
Third Principle: Educators must determine the needs of society (terminal objectives) and the product that fulfills those needs (curriculum).
Fourth Principle The discovery and clear specification of terminal objectives is the first task educators undertake.
Fifth Principle: Knowledge is a skill or a capability for action identifiable as the successful performance of a class of tasks.
Sixth Principle: Human life consists of the performance of specific activities; a curriculum that prepares for life is one that prepares for those activities.
Key Conceptual Patterns
A discipline is a branch of knowledge involving the practice or methods of teaching and enforcing acceptable patterns of behavior via a system of rules of conduct. A discipline is the psychological result of systematic execution and a manner of acting. Disciplines are orderly, logical arrangements of acts usually in steps according to a plan that result in perception, learning and reasoning. A discipline germinates from the combination of data, information, experience, and individual interpretation leading to the awareness or understanding of a circumstance or fact. A discipline is gained through association, management, and controlling of a process or activity.(Pattern Engine – Discipline N=12 © 2014)
Evidence resulting from study and experimentation requiring or demonstrating systematic knowledge and skills, exactness in observation and testing, and keen but dispassionate interest in the truths of nature leading to organized general principles. An assumption based on a fact or belief. A proposition or principle that can be demonstrated or verified in reality that is received and understood and gives a sign or proof of the existence or truth of something, or that helps somebody to come to a particular conclusion concerning a natural phenomenon or its function in a complex system of thought that is accepted as true and can be used as a basis for reasoning or conduct. (Pattern Engine – Scientific N=12 © 2014)
Many concepts will be expanded to conceptual patterns in the book can you pick them out from the principles?
Next Post – Chapter Twelve: Metrics – The Handle on the Door to World Class Quality